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Journal of Transformative Education

Journal of Transformative Education

eISSN: 15527840 | ISSN: 15413446 | Current volume: 22 | Current issue: 2 Frequency: Quarterly

The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education for adult learners. Transformative education is defined as learning that has the potential for “significant change in how learners experience, conceptualize, and interact with the world.”

The Journal of Transformative Education invites researchers from a wide array of disciplines whose work reflects this overall aim and scope to submit original research, reviews, and topical dialogue and communication on all aspects of transformative education and learning. We encourage a diverse range of methodologies and theoretical approaches to the topic of transformative education. Areas that can be addressed include but are not limited to:

  • Adult education and lifelong learning
  • Change, transition, and transformation
  • Management and corporate education
  • Educational and humanistic psychology
  • Experiential education
  • Holistic education
  • Organizational development, learning, and psychology
  • Community engagement
  • Social movement learning
  • Social change

JTED is particularly interested in articles that seek to introduce, test, build on, and elaborate theoretical perspectives, that demonstrate innovate and creative applications of the theory in practice contexts, and that explore the international and cross-cultural issues of the theory and practice of transformative education. We encourage manuscripts from diverse international scholars.The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive scholarly discourse across the spectrum of issues which transformational education encompasses, including

  • Individual, group, organization, and societal processes of transformation
  • Factors that promote and constrain transformation
  • Emotional, cognitive, embodied, spiritual, social, temporal, spatial, emancipatory, and other dimensions of transformative learning and education
  • Spaces and settings that foster transformative education
  • Educational and institutional processes that foster transformation and which contribute to equality and social justice

The journal is global in scope and content and is diverse in its approaches and topics - drawing from theory, research, practice, individual experience, and building on the established traditions and lines of inquiry in transformative education.

Hoggan, C. (2016). Transformative learning as a metatheory: Definition, criteria, and typology. Adult Education Quarterly, 66(1), 57-75. DOI: 10.1177/0741713615611216

The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education. The journal is global in scope and content and is diverse in its approaches and topics - drawing from theory, research, practice, individual experience, and retrospective insight from past major theorists.

The journal covers transformative education and related work in the following disciplines and fields of study:

  • Adult Development
  • Adult Education
  • Change, Transition and Transformation
  • Corporate Education
  • Educational Psychology
  • Experiential Education
  • Holistic Education
  • Humanistic Psychology
  • Lifelong Learning
  • Management Education and Development
  • Organizational Development
  • Organizational Learning
  • Organizational Psychology
  • Rehabilitation
  • Social Change
  • Transformative Learning
Cheryl Baldwin University of Wisconsin Milwaukee, USA
Fergal Finnegan National University of Ireland, Maynooth
Chad Hoggan North Carolina State University, USA
Founding Editors
Laura Markos WrittenHouse: Coaching Compelling Written Voice
Will McWhinney Enthusion Inc, Venice, CA, USA
Managing Editor
Laura Bernhard North Carolina State University, USA
Book Review Editor
Somanita Kheang University of the District of Columbia, USA
Consulting Editors
Lisa Baumgartner Texas State University, USA
Jim Berger Georgia College and State University (replace Western Kentucky University)
Laura L. Bierema University of Georgia, USA
Marcie Boucouvalas Virginia Polytechnic Institute and State University, USA
Patricia Boverie University of New Mexico, USA
Shauna Butterwick University of British Columbia, Canada
Maureen Coady St. Francis Xavier University, Canada
Simone C. O. Conceição University of Wisconsin-Milwaukee, USA
Frank Conner Grand Rapids Community College, USA
Joellen E. Coryell Texas State University - San Marcos, USA
Robert C. Cox Cumberland University, USA
Ann Curry-Stevens Portland State University, USA
John Dirkx Michigan State University, USA
Leona M. English St. Francis Xavier University, Canada
Tonya Ensign The Transformative Learning Center, USA
Beth Fisher-Yoshida Columbia University, USA
Ted Fleming Columbia University, USA
Laura Formenti University of Milano-Bicocca, Italy
Thomas Fuhr Freiburg University of Education, Germany
Dan Glisczinski University of Minnesota, Duluth, USA
Michelle Glowacki-Dudka Ball State University, USA
Jason Goulah DePaul University, USA
Maureen Hall University of Massachusetts, Dartmouth, USA
Tobin Hart University of West Georgia, USA
Tom Heaney National-Louis University, USA
Lilian H. Hill University of Southern Mississippi, USA
Steven Hodge Griffith University, Australia
Tetyana Hoggan-Kloubert University of Augsburg, Germany
Catherine Irving St. Francis Xavier University, Canada
Christine Jarvis University of Huddersfield, UK
Juanita Johnson-Bailey University of Georgia, USA
Elizabeth Kasl Independent Scholar, USA
Andrew Kitchenham University of Northern British Columbia, Canada
Alexis Kokkos Hellenic Open University, Greece
George Koulaouzidis Hellenic Open University, Greece
Jessica Kovan Professional Artist and Educator
David Lane Professional Development Foundation, UK
Elizabeth A. Lange St. Francis Xavier University, Canada
Randee Lipson Lawrence National-Louis University, USA
Kaisu Mällki University of Helsinki, Finland
Laura Markos WrittenHouse: Coaching Compelling Written Voice
Victoria J. Marsick Columbia University, USA
Peter Mayo University of Malta, Malta
David McCormack Maynooth University, Ireland
Marie L. McCormick Marywood University
Olutoyin Mejiuni Independent Scholar, Nigeria
Sharan B. Merriam University of Georgia, USA
Alfonso Montuori California Institute of Integral Studies, USA
Aliki Nicolaides University of Georgia, USA
Ilango Ponnuswami Bharathidasan University, India
Michael Poutiatine Gonzaga University, USA
Robin Redmon Wright Penn State Harrisburg, USA
Tonette S. Rocco Florida International University, USA
Meaghan Ruddy The Wright Center for GME, USA
Roger Schank Carnegie Mellon University, USA
Steven A. Schapiro Fielding Graduate University, USA
Ellen Scully-Russ The George Washington University, USA
Janice Sealey CREATE Corporation
Riyad A. Shahjahan Michigan State University, USA
Genét Simone Western Washington University, USA
Julie Sinclair Michigan State University, USA
Regina O. Smith University of Wisconsin-Milwaukee, USA
Nancy Southern Saybrook University, USA
Qi Sun University of Tennessee, Knoxville, USA
Ann L. Swartz Penn State Harrisburg, USA
Edward Taylor Pennsylvania State University-Harrisburg, USA
Kathleen Taylor St. Mary's College of California
Mark Tennant University of Technology, Sydney, Australia
Lyn Tett University of Huddersfield, UK
Elizabeth J. Tisdell Penn State Harrisburg, USA
Carlos Alberto Torres University of California, Los Angeles, USA
Alan Tuckett (Emeritus) University of Wolverhampton, UK
Allyson Washburn National University, USA
Ilene Wasserman ICW Consulting Group, USA
Karen Watkins University of Georgia, USA
Steven Weiland Michigan State University, USA
Linden West Canterbury Christ Church University, UK
Lyle Yorks Columbia University, USA
Jeff Zacharakis Kansas State University, USA
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    1. Original Articles

    The Journal of Transformative Education welcomes original article submissions, including research articles and literature reviews. Please carefully review our Aims and Scope and the guidelines below to properly submit your manuscript to our journal for consideration.

    Typed Copy: Submit typed, double-spaced copy with numbered pages, using one-inch margins on all sides, and Times New Roman font size 12. Please submit all typed manuscript documents in Microsoft Word format (.doc or .docx).

    Article Length: Articles generally should not exceed 7500 words, including charts, tables, references, endnotes, and acknowledgement.

    Submission: Submit original articles online at

    2. Letter to the Editors (Forum)

    The Journal of Transformative Education encourages dialogue and communication on the subject of transformative education. We welcome submissions of thoughtful reflections and/or discussions on the theory and/or practice of transformative education in different contexts and disciplines.

    Typed Copy: Submit typed, double-spaced copy with numbered pages, using one-inch margins on all sides, and Times New Roman font size 12. Please submit all typed manuscript documents in Microsoft Word format (.doc or .docx).

    Article Length: Letter to the Editors/Forum should be 1,200–1,500 words, including charts, tables, and references.

    Submission: Send Letter to the Editors/Forum via email at

    All Submissions Must Adhere to the Following Formatting Guidelines:

    Title Page: Full names, institutional affiliations and positions of authors; Complete contact information for all authors including phone, fax, e-mail, and mailing address; Acknowledgment of formal contributions to the work by others, if any; and Statement of place and date of any previous oral presentation of the paper.

    Abstract: The first page of text should include an abstract of no more than 150 words. The names of the authors should only appear on the title page.

    Keywords: Authors can add 3–5 keywords to the abstract. All keywords must be discoverable and appropriate for Journal of Transformative Education.

    Photos and Illustrations: Photos and figures to illustrate the article are accepted in the following file formats: TIFF, EPS, Word, or Excel. Scans/photos must be at least 300 dpi. Rules/tick marks should not be smaller than 1 point. Photos and figures must be production ready and be anonymized to protect the author’s identity.

    In-Text Citations and References: All submissions must follow American Psychological Association (APA) (7th Edition) guidelines. Per these guidelines, the reference page should be double spaced with a hanging indent for the second line of the reference. Check for resources/guidelines for APA 7th edition style.


    Authors should add any Acknowledgements to the main document file. Make sure it is located at the end of the manuscript.


    Manuscripts should not be under consideration for publication by other periodicals, nor should they have been published previously. Upon final acceptance of your manuscript, you will be prompted to complete a Journal Contributor Publishing Agreement online at

    Publication Ethics

    JTED is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors and view the Publication Ethics page on the Sage Author Gateway. Authors will be asked to provide details of authorship, ethics committee approval, clinical trial registration documentation, and conflict of interest forms and statements.


    All parties who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals involved, regardless of their status. A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis. The corresponding author will take primary responsibility for communication with the journal during the manuscript submission, peer review, and publication process. The corresponding author will sign the publishing agreement on behalf of all of the authors and list contact details are included on the article. They should be available after publication to respond to critiques of the work and cooperate with any requests from the journal for data or additional information should questions about the paper arise after publication.

    Please note that AI chatbots, for example ChatGPT, should not be listed as authors. For more information see the policy on Use of ChatGPT and generative AI tools.

    English Language Editing Services

    Authors who would like to refine the use of English in their manuscripts might consider using the services of a professional English-language editing company. We highlight some of these companies at

    Please be aware that Sage has no affiliation with these companies and makes no endorsement of them. An author's use of these services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and the particular company, and any costs incurred are the sole responsibility of the author.

    3. Book Review

    We primarily accept only solicited book reviews. Please carefully review our Guidelines for Book Review. All book review submissions must be submitted via email at


    As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.

    The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

    If you do not already have an ORCID iD please follow this link to create one or visit our ORCID homepage to learn more.

    For more information, please refer to the Sage Manuscript Submission Guidelines.

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